The effect of cooperative learning on mathematics achievement does not differ significantly by implementation period¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2018 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Between-group homogeneity testing finds no statistically significant difference in effect sizes across implementation periods (QB=10,594, below the critical value of 11,070 for 5 degrees of freedom). → Turgut 2018

Evidence¶

Turgut 2018¶

Turgut, S., & Gülşen Turgut, İ. (2018). The Effects of Cooperative Learning on Mathematics Achievement in Turkey: A Meta-Analysis Study. International Journal of Instruction, 11(3), 663-680. https://doi.org/10.12973/iji.2018.11345a

q3 · i? · quant-synthesis · r2

Moderator analysis reported in Table 7 across implementation periods from 11-15 hours to 31 or more hours plus an unidentified category (e.g., 16-20 hours ES=0,838 with 12 effect sizes; unidentified ES=0,998 with 25). The test did not exceed the critical value, so no significant difference was detected; equivalence was not tested.

"It is seen that Q value is smaller than the critical value that corresponds to 5 degree of freedom in chi -square table (Q B=10,594, p=0,060). Regarding this, there is not a statistically significant difference between groups in terms of implementation period."

Discussion¶

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